Evaluation methodologies of the being and deciding dimensions in teacher education: challenges and proposals in MESCP

Abstract

This article analyzes the evaluation methodologies used at the “Eduardo Avaroa” Higher School of Teacher Training to quantify the Ser (Being) and Decidir (Deciding) dimensions, which are fundamental pillars of the Sociocommunitarian Productive Educational Model (MESCP). Through a mixed-methods approach with an observational and cross-sectional design, the evaluative practices of an intentional sample of teachers with experience in the model were examined using surveys, interviews, and non-participant observation. The findings reveal a structural problem: 82% of teachers perceive the assessment of these dimensions as a highly subjective process, while 75% admit to assigning numerical scores without the support of standardized criteria. Furthermore, evidence shows that community-based evaluation, despite its regulatory relevance, is not effectively applied in 90% of cases. Given this gap between theory and practice, the study concludes that a methodological rethinking is necessary to incorporate precision instruments such as rubrics and observation scales. Finally, the adoption of hybrid methods and the strengthening of teacher training in qualitative evaluation are proposed to ensure that the process remains consistent with the holistic and transformative principles of the Bolivian educational system.